| 1. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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An Exploratory Case Study on Student Teachers’ Experiences of Using the AR App Seek by iNaturalist When Learning About Plants
- 2023
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Ingår i: Learning and Collaboration Technologies. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783031345500 - 9783031345494 ; , s. 33-52
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Konferensbidrag (refereegranskat)abstract
- In this case study we explore the use of Augmented Reality (AR) as a pedagogical tool to promote student teachers learning about plants in a biology course module within teacher education. Traditionally, when studying plants in science education, flora books are used. However, digital technology has contributed to new ways of exploring plants, and AR is suggested as an important tool. This requires teacher educators who are familiar with AR and the pedagogical implications of using AR when teaching about plants. Therefore, the aim of this study is to investigate student teachers’ experiences of using the AR app Seek by iNaturalist during an excursion to identify and learn about plants, as well as discuss the pedagogical implications of integrating the app into a biology course module. The student teachers took part in the excursion using the app to practice plant identification. Afterwards, semi-structured interviews were conducted with three student teachers. A thematic analysis approach was used to explore the student teachers’ experiences when using Seek. The findings indicate that Seek increases student teachers’ awareness of plants, which promotes their interest and engagement in plants. The easy accessibility in their phone makes them use Seek in their spare time. The increased interest and easy access support learning. By knowing the name of plants, the student teachers establish relationships with plants, which increases awareness of the importance of caring for nature. Hence, Seek could be seen as a pedagogical tool that promotes student teachers’ learning and interest about plants. © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
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| 2. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Developing student teachers’ PCK for teaching technology with a sustainability edge in primary school
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023. - Liverpool : Liverpool John Moores University.
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Konferensbidrag (refereegranskat)abstract
- In Swedish primary schools, technology teaching may appear different depending on what educational setting the pupils meet. Many pupils experience the subject of technology as taking part in practical making-activities without recognizing the technological knowledge involved, and many teachers feel uncertain of what and how to teach technology, especially concerning sustainability. Thus, it is necessary to pinpoint these issues within teacher education. This paper presents the first iteration of a Design-Based Implementation Research (DBIR) study on a teaching module that provides student teachers with theoretical and practical knowledge in technology education. The purpose of the study is to capture and understand how student teachers transform acquired knowledge and skills into Pedagogical Content Knowledge (PCK) for teaching technology in primary school. Special attention is on how student teachers evolve relations between technology education and sustainable development. The study is designed and implemented in line with DBIR based on principles of collaboration and has strong connections between practice and theory (Fishman & Penuel, 2018). The participating researchers, also the teacher educators, have together with teachers at a municipal technological resource facility jointly identified underlying premises such as policy document statements; topics and content of value for all participants; potential participating schools; and reviews of previous research. The study includes 12 student teachers enrolled in a science and technology course. Data is collected in several steps including student teachers’ written individual reflections, their project assignments, their lesson plans, and focus group interviews. Based on qualitative content analysis, components of PCK are traced to elucidate the transformation of student teachers’ PCK for teaching technology with a sustainability edge. The results contribute to knowledge of what efforts, such as teaching module design features and connections to sustainability, should be made to develop student teachers’ PCK for teaching technology in primary school.
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| 3. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Minecraft as a Hybrid Boundary Object : Exploring Nature in Squares
- 2023
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Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 13:9, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relationships with nature? Semi-structured interviews were conducted with six children. A thematic analysis approach was used to analyze the interviews. This study shows that in the Minecraft context, the children gained a breadth of everyday experiences related to scientific phenomena and sustainability. Further, the findings indicate that children merged their experiences in the virtual world with experiences in the physical world. In this sense, Minecraft involves science and sustainability content that crosses the boundary between the virtual world and reality. Thus, we suggest that Minecraft bridged children’s physical and virtual relationships with nature; that is to say, Minecraft became a boundary object that allowed children to experience nature and encounter knowledge that they would not otherwise have been able to experience. © 2023 by the authors. Licensee MDPI, Basel, Switzerland.
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| 4. |
- Cederqvist, Anne-Marie, 1970-
(författare)
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Students’ Conceptions of Programmed Technological Solutions : A Basis for Organising Teaching
- 2023
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Ingår i: Programming and Computational Thinking in Technology Education. - Leiden : Brill Academic Publishers. - 9789004687912 - 9789004687905 ; , s. 291-309
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Bokkapitel (refereegranskat)abstract
- Educational content with respect to programming and Programmed Technological Solutions (PTS) is commonly contextualised in practical activities such as analysing and designing PTS using instructional materials, e.g. BBC micro:bit. However, we still know little of how teaching regarding this content could be organised in order for students to progress in learning. The aim of this chapter is to analyse the synthesised results from two phenomenographic studies on ways students, aged 10–14, conceptualise PTS in order to shed light on PTS as a learning object, as well as what and how to teach about PTS in technology education.The two included studies are conducted in a Swedish school context. The first study investigates the different ways students, aged 11–12, conceptualise PTS in the process of analysing structure and function in PTS. The second study investigates the different ways students, aged 10 and 14, conceptualise PTS in the process of designing and coding PTS. In the studies, the instructional material BBC micro:bit was used together with PTS from everyday life. The synthesised results have been further analysed from a learning progression perspective based on the phenomenographic view of learning. The results show variations in students’ ways of conceptualising PTS. In keeping with the phenomenographic perspective, learning can be described as students initially seeing PTS as an undifferentiated whole, which they gradually learn to discern from its structural and functional parts. However, in the processes, there is a complexity of conceptualising PTS in relation to the changing contexts of everyday life and the instructional material BBC micro:bit. Based on the results, it is suggested that students should initially learn to analyse the structure and function of existing PTS in different contexts. This will provide them with the necessary conditions to progress their learning in activities where they design and code PTS.
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| 5. |
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| 6. |
- Cederqvist, Anne-Marie, 1970-
(författare)
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Ways of Using Augmented Reality as a Pedagogical Tool in Science Teacher Education – Possibilities and Limitations : A Systematic Narrative Review
- 2023
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Ingår i: Journal of Information Technology and Teacher Education. - Waynesville, NC : Association for the Advancement of Computing in Education. - 1059-7069 .- 1943-5924. ; 31:3, s. 233-269
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Forskningsöversikt (refereegranskat)abstract
- The aim of this paper is to review empirical research on ways to use Augmented Reality (AR) as a pedagogical tool in science teacher education and to identify possibilities and limitations. A literature search was conducted based on published articles in peer-reviewed journals between 2010 and 2023. Eighty-two research articles were screened at abstract and title level, 30 at full-text level of which 17 were included for further analysis. Three ways of using AR were identified: with HoloLens, AR in mobile devices (MAR), and game-based AR in mobile devices (MARG). The results show several pedagogical possibilities: AR can make otherwise difficult-to-access scientific phenomena visible which facilitates learning; AR increases student teachers’ motivation and interest in the subject content; student teachers learn to use the technology and are motivated to apply it in teaching with students; and AR in combination with group work creates conditions for discussions on subject content and ways of organizing teaching in school. However, there are limitations in using AR, mainly referred to as technical problems and a lack of competence to solve those problems. Furthermore, there is not yet sufficient breadth of subject content in relation to AR, and there are existing AR environments that cannot visualize abstract phenomena in a relevant way. In order to prepare future teachers to teach science and take advantage of AR in teaching, it is essential to implement AR as part of science teacher education where both digital and pedagogical competence should be in focus.
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| 7. |
- Nilsson, Pernilla, professor, 1969-, et al.
(författare)
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Tools for Learning – Promoting Reflection for Student Teachers´ Development of PCK
- 2023
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Ingår i: Abstract Book. ; , s. 327-327
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Konferensbidrag (refereegranskat)abstract
- This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers´ planning and enactment of science teaching i.e., their development of pedagogical content knowledge (PCK). The Revised Consensus Model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and the development of PCK. The results indicate how the student teachers´ initial PCK (pPCKinput) was manifested into ePCK during the planning and teaching, and further, through reflection, developed to a new and “richer” PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. As such, the case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect and discuss ideas about their teaching practice and their professional development.
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